UTILIZATION OF ARTIFICIAL INTELLIGENCE TOOLS ON ACADEMIC ENGAGEMENT AMONG NURSING STUDENTS IN HORIZON COLLEGE, ABUJA

TOPIC: UTILIZATION OF ARTIFICIAL INTELLIGENCE TOOLS ON ACADEMIC ENGAGEMENT AMONG NURSING STUDENTS IN HORIZON COLLEGE, ABUJA

TOPIC IS SUITABLE FOR:
1. Department of Nursing Science

2. Department of Public Health

3. Department of Health Education

This research material contains:

1-Chapter One to Five

2-Recent References/Citations
3-Tables/Charts/Graphs in Chapter Four

4-Accurate Data Analysis

5-Table of Contents

6-Questionnaire

ABSTRACT 
This study was carried out to examine the utilization of Artificial Intelligence (AI) tools on academic engagement among nursing students in Horizon College of Nursing Sciences, Abuja. The study was specifically carried out to assess the level of utilization of Artificial Intelligence (AI) tools among nursing students in Horizon College of Nursing Sciences, examine the influence of AI-powered learning tools on class participation among nursing students in Horizon College of Nursing Sciences, assess the effect of AI tools on students’ collaborative learning and academic interactions in Horizon College of Nursing Sciences and determine the influence of AI tools on academic performance among nursing students in Horizon College of Nursing Sciences. The study employed the descriptive survey research design. Hence, the questionnaire was used for data collection, while the data collected were analyzed using frequency tables and percentages. The hypotheses were tested using Pearson Chi-square statistical tool at 0.05 level of significance. A total population of 1,248 nursing students was used for the study, from which a sample size of 303 respondents was determined using Taro Yamane formula and selected through a multi-stage sampling technique involving stratified and convenience sampling methods. However, 288 validated copies of the questionnaire were retrieved and used for the analysis. From the responses obtained and analyzed, the findings revealed that nursing students moderately utilized AI tools for academic activities with majority responses ranging from 54.9% to 58.3% on positive utilization indicators. The study also showed that AI-powered learning tools significantly influenced class participation among nursing students at r = 0.482, t = 9.306, p = 0.021. Furthermore, AI tools had a significant effect on students’ collaborative learning and academic interactions at r = 0.517, t = 10.212, p = 0.014. Likewise, the study revealed that AI tools significantly influenced academic performance among nursing students at r = 0.563, t = 11.524, p = 0.009. The study therefore recommends that nursing institutions should provide structured training on the effective use of AI tools, integrate AI-powered learning applications into teaching activities, encourage collaborative academic use of AI technologies and establish guidelines for the responsible utilization of AI tools in nursing education.

Keywords: Artificial Intelligence Tools, Academic Engagement, Class Participation, Collaborative Learning, Academic Performance, Nursing Students.

CHAPTER ONE

INTRODUCTION (Preview)

1.1 Background of the Study
Education has long served as a cornerstone for intellectual development, skill acquisition, and societal advancement across global contexts. The education industry has consistently evolved over the years, with technology and pedagogy needs evolving as time goes on. Incorporating digital technologies to the learning and teaching process has changed the way learners access, process and use knowledge in educational contexts. Technological integration was found to have broadened learning opportunities and accessibility of learning content among various learner groups (Abbas et al., 2023). In the same vein, Dahri et al. (2024) found that digital learning systems facilitated the teaching and learning processes and proposed flexible learning pathways for students. Nguyen et al., (2024) also highlighted that technology-supported learning helped to foster independent learning and led to increased engagement in the learning process. This general trend in education has paved the way for more sophisticated technological systems that are useful for engaging students in learning and helping them to develop academic skills in formal educational contexts.

AI is one of the cutting-edge technologies impacting the current education system. It is any system able to execute tasks that would normally need human cognitive skills such as reasoning, learning, understanding language, problem solving, etc. and made up of computers. According to Bozkurt et al. (2025), artificial intelligence is a revolutionary technology for education, allowing for customized learning and support for students. El-Ashry et al. (2025) reported that AI tools have contributed to the enhancement of academic productivity, helping students create content, organize information, and better understand complex concepts. Likewise, Orok et al. (2024) found that AI-based applications played the role of academic support systems, making learning materials more accessible and enhancing students' efficiency in academic work. Overall, AI's presence in the education sector has been steadily rising, indicating its growing importance in shaping modern experiences and educational practices.

Academic engagement is a multi-dimensional phenomenon which indicates the extent of students' participation, involvement and psychological commitment in learning activities. It's mostly referred to as involvement, engagement with learning and thinking about school work. According to Olarewaju et al. (2025) academic engagement is a broad term used to describe how engaged a student is in learning activities and their willingness to persist in learning activities. Yakubu et al. (2025), the study examined the relationship between engagement and academic performance, motivation, and learning outcomes and identified the positive correlation between engagement and academic performance. In addition, Nwile et al. (2025) suggested that academic engagement fostered critical thinking, collaborative efforts, and deeper comprehension of academic material among students. In today's learning landscape, access and adoption of digital and intelligent learning tools can drastically change the nature of engagement in learning.

In nursing education, academic engagement is even more important as it is a very challenging field that requires both knowledge and skills. In the clinical realm, nurses are expected to have a high level of clinical reasoning skills, good communication skills and make evidence based decisions. Eleje et al., (2025) noted that in education, digital technologies facilitated access to instructional materials and independent learning practices among students, which is beneficial for nursing education. Okeke et al. (2026) also found that technology-based learning materials also helped in fostering analytical thinking skills and enhancing the performance of students in health training. Moreover, Nguyen et al. (2024) emphasized the role of technology in fostering students' participation and interest in learning health sciences. In the field of nursing education, AI can play a vital role in providing assistance to students during academic research, knowledge learning, and learning activities. The adoption of AI tools by students in Horizon College, Abuja is a modern educational advancement that is tied to the trends of students' academic engagement in the institution.

1.2 Statement of the Problem

The growing incorporation of technology in the education system has continued to transform the way teaching and learning are done across the higher education institutions around the world. This has opened doors to new opportunities for students to interact with academic content with innovative digital platforms and intelligent systems that help them acquire knowledge and hone skills. Abbas et al. (2023) reported that technology integration made learners' access to learning materials better, and Dahri et al. (2024) indicated that the use of digital technology enhanced the flexibility of learners and instruction. Likewise, Nguyen et al. (2024) emphasized that technology-driven teaching enhanced students' involvement in learning activities, leading to increased learning engagement opportunities in the classroom. These developments signal a move towards more participatory and 'electronic' systems of learning that are increasingly taking the place of the traditional systems of education. In this dynamic landscape, artificial intelligence has become a prominent innovation that affects academic practices and students' learning experiences in different fields, such as health education.

While some countries have started to use AI tools in their educational contexts, there are still some doubts on the impact of their use on students' engagement in the learning process especially in nursing education. Many learning contexts are introducing students to AI-powered tools like intelligent tutoring systems, writing assistants, and information retrieval systems, but it remains unclear how well these tools facilitate students in their meaningful learning. While Bozkurt et al. (2025) and El-Ashry et al. (2025) found that the use of AI tools improved learning support and academic productivity, Orok et al. (2024) revealed that there were some differences in the way students use these tools for academic purposes. AI tools ideally should encourage active engagement, focused attention, and deeper engagement in learning among students in the medical field of nursing. But the present scenario reveals some inconsistencies in using those technologies which lead to a gap between availability of technology and its engagement in the academic world which needs empirical clarification.

Moreover, literature has not adequately addressed how the use of artificial intelligence tools affects student engagement in the learning process in the context of Horizon College, Abuja. Olarigwu et al. (2025) and Yakubu et al. (2025) showed that engagement can be a key factor to improving learning outcomes while Nwile et al. (2025) revealed that the level of engagement by students depends on the learning tools and strategies to be used. Eleje et al. (2025) and Okeke et al. (2026) also suggested that digital technologies facilitate education of nursing students but the contribution of AI in influencing the engagement behaviours is still under-researched. This leaves a gap in knowledge about the substantial impact of AI tools on the academic engagement of nursing students and if they are an addition to or a replacement for the current methods. In view of this, the aims of this study are to fill this gap by investigating and reporting on the use of Artificial Intelligence tools on academic engagement of Nursing students in Horizon College, Abuja, which will be used as empirical evidence to guide effective integration efforts of AI in education.

1.3 Objectives of the Study

The main purpose of this study is to examine the utilization of artificial intelligence tools on academic engagement among nursing students in Horizon College, Abuja. The specific objectives of the study seek:

1.Assess the level of utilization of Artificial Intelligence (AI) tools among nursing students in Horizon College of Nursing Sciences.

2.Examine the influence of AI-powered learning tools on class participation among nursing students in Horizon College of Nursing Sciences.

3.Assess the effect of AI tools on students’ collaborative learning and academic interactions in Horizon College of Nursing Sciences.

4.Determine the influence of AI tools on students’ to academic performance in Horizon College of Nursing Sciences.
Other parts of chapter one include:
1.4 Research Questions

1.5 Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Operational Definition of terms

CHAPTER TWO

REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of artificial intelligence, the concept of artificial intelligence tools, utilization of artificial intelligence tools, academic engagement, types and benefits of artificial intelligence tools, and the influence of artificial intelligence tools on academic engagement among nursing students etc. The chapter is sub-grouped into the following major headings:

2.1 Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical Review

2.4 Summary of Literature Review

CHAPTER THREE

RESEARCH METHODOLOGY  (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive research design.

Population of the Study: The population of the study comprises nursing students in Horizon College of Nursing Sciences, Abuja.

Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of approximately 154 participants.

Sampling Technique: The study employed a multi-stage sampling technique involving stratified and convenience sampling to select the individual respondents.

Research Instrument: The study utilized a structured questionnaire titled “Utilization of Artificial Intelligence Tools on Academic Engagement among Nursing Students in Horizon College of Nursing Sciences, Abuja” as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using frequencies and percentages to summarize and present the demographic characteristics of the respondents and their responses. The data were analyzed using the Statistical Package for the Social Sciences (SPSS) and presented in tables, charts, and graphs.
Full outline for chapter three:
3.1 Introduction

3.2 Research Design

3.3 Population

3.4 Sample and Sampling Technique

3.5 Instrumentation

3.5.1 Validity of the Instrument

3.5.2 Reliability of the Instrument

3.5.3 Pilot Study

3.6 Procedure for Data Collection

3.7 Procedure for Data Analysis  

CHAPTER FOUR; DATA PRESENTATION AND ANALYSIS

MAJOR FINDINGS (Preview)

The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following findings are made:

i. The study found that the utilization of Artificial Intelligence (AI) tools among nursing students in Horizon College of Nursing Sciences is moderate, as evidenced by the responses indicating regular use of AI tools for academic studies, assignments, and searching for learning materials.

ii. The study found that AI-powered learning tools have a moderate positive influence on class participation among nursing students in Horizon College of Nursing Sciences. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.482, t-value of 9.306, and p-value of 0.021 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that AI tools have a moderate positive effect on students’ collaborative learning and academic interactions in Horizon College of Nursing Sciences. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.517, t-value of 10.212, and p-value of 0.014 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that AI tools exert a moderate positive influence on the academic performance of nursing students in Horizon College of Nursing Sciences. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.563, t-value of 11.524, and p-value of 0.009 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: DISCUSSION OF FINDINGS

This chapter covers the following outline:
5.1 Discussion of Findings

5.2 Implications of the Findings

5.3 Limitations of the Study

5.4 Summary

5.5 Conclusion

5.6 Recommendations

5.7 Suggestions for Further Studies
Reference

Appendix

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